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Assessment ASSESSMENT SESSION
for Phases of The class reviewed the “I can” statement for the standard: “I can make
the Moon an illustration of the phases of the moon and verbally explain why the
moon shines and name each phase.”
The teacher gave each student a rubric and discussed the grading for
the Moon Phases assessment. The rubric follows the required report
card grading system. SEE BELOW IN ASSESSMENT TOOLS
Q & A time for students who needed clarification
Students with accommodations worked with the teacher for read to
and small group clarification
THE FOLLOWING DIRECTIONS WERE POSTED ON THE
SMARTBOARD AND REVIEWED WITH STUDENTS
You will be creating your own diagram of the phases of the moon using
the KIDSPIRATION app. on your laptop. Follow the directions and rubric
carefully to complete your assessment and demonstrate your knowledge of
the placement of the moon and its phases in relation to the Earth and Sun.
Check off each step as you complete it.
Report The students were enthusiastic about the project and able to complete the
Findings assessment as directed. The students were able to follow the directions easily
and did not request clarification. The class has used the Kidspiration app.
previously but not for assessment. They were proficient in their skills with
navigating the tools. A few girls requested to change colors of graphics and I
demonstrated to the class how to change the colors. They are digital natives
and were able to perform better than expected.
The outcomes that were surprising are the boys were more conscientious
when they aligned the sun, earth, and moon because some of the girls placed
the sun in the corner and were not as exact in the alignment. Yet, the girls
were more proficient in their verbal skills explaining why the moon shines,
explaining he phases, and and labeling their phases. In addition, the girls
spent more time editing their spelling for errors. Overall, the project-based
assessment went very well.
The part we would change is the Flipgrid due to the county not wanting the
students using the application due to privacy issues and lack of IPads with the
application available. I suggested using Seesaw instead because it is a private
application directly linked to the parents. We allowed a few students to
present to the class because we did not have enough technology and there
were time constraints, so that may have to change to class preentations. In
addition, we would spend more time with visuals and hands on activities
during instruction while verbally collaborating with classmates before the
assessment.
Impact on
Student Student Grades
Learning
0%
18% 24%
3+
3
2
58%
1
Boys Girls
0%
20%
40% 3+
3
40% 2
1
The quantitative data for the subgroup or boys and subgroup with girls shows
43% of girls scored a (3+) or exceeding standards compared to 14% of the
boys. The majority of the boys or 64% scored a (3) meeting standards
compared to 43% of girls. The remaining 22% of boys and 14% of girls
scored a (2) needing improvement.
The ELL subgroup has ten students consisting of three girls and seven boys.
Both boys and girls had 40% scoring (3+) and 40% at a (3) on the rubric. The
remaining 20% scored a (2) or needs improvement.
The data shows 82% of the student population exceeded or met standards for
this project-based assessment. The students were able to demonstrate their
knowledge without having to struggle though another text only assessment.
This offered the teachers an opportunity to collect data on the lower
performing students and reteach information using different strategies. We
were able to analyze what their strengths and weakness were within the
standard.
Future After analyzing the data and reviewing the lessons for this standard, we
Instruction determined the students receiving a score of needs improvement were part of
Plans the ELL and EIP subgroups. These students struggled with remembering the
phases of the moon and their verbal skills. We discussed how children
process visual images 60,000 faster with oral presentation than with text and
verbal instruction. Currently, most of the center work is text driven and does
not focus on visuals and verbal interaction. The following will be revised in
the future instructional plan:
The activities will be differentiated for each group and still focus on creating
critical thinking skills and challenging the students with high expectations for
all students. A guided group with the teacher is imperative to drive the
instruction based on the students’ needs.